Kender Curriculum
How we organise the curriculum
National Curriculum | Early Years | KS1/KS2
| Religious Education | Sex Education
| Extra Curricular | Special Needs
Monitoring Progress | Equal Opportunities
| Child Protection | Visits | Supporting
your Child | Handwriting Guidance
Complaints
The Curriculum and your Child
The curriculum is carefully planned at Kender School. The planning ensures the requirements of the National Curriculum are met. Precise details of the curriculum are available each year from the Headteacher and classteachers who, at the start of each term, send out curriculum maps and class newsletters. We aim to provide a broad and balanced curriculum. Our curriculum is planned to develop:
- High standards of literacy, numeracy and ICT.
- The ability to work well with others and to demonstrate mutual respect, co-operation and very good social skills.
The National Curriculum
The curriculum comprises the learning themes and subjects the children study, the content of these subjects and how this body of knowledge is taught and learned. The curriculum provides the base for each child’s academic, personal and social achievement.
Early Years Foundation Stage (EYFS) - Nursery and Reception
Our role is to lay the foundation for the rest of your child’s learning and to build on the learning the child has already begun at home.
In Nursery and Reception we follow the ‘Statutory Framework for the Early Years Foundation Stage’ (EYFS) which is a document that enables practitioners in the early years to provide an environment that will keep children safe and help them to thrive.
The main aim of the EYFS is to help children achieve the 5 every child matters outcomes:
- Being healthy
- Staying safe
- Enjoying and achieving
- Making a positive contribution
- Achieving economic well being
The EYFS curriculum comprises 6 areas of learning - each area has different strands of learning:
- Personal, social and emotional
- Communication, language and literacy
- Problem solving, reasoning and numeracy
- Knowledge and understanding of the world
- Physical development
- Creative development
These areas help early years practitioners develop the best curriculum for all children taking into consideration each child’s individual needs. In the EYFS we plan from the child so that activities are engaging and motivating and encourage children to learn in a self sufficient way.
We include all of these areas of learning into our lessons which are planned and resourced according to the children’s needs and interests. Children are able to access resources independently or the teacher may set up a specific activity that will target a particular group of children.
Outdoor
play
Outdoor play is a fundamental part of the EYFS and children in nursery and
reception have access to the outside area for most of the day. Margaret McMillan,
one of the founders of early education, said that children need space as much
as they need food and air, in order to grow. Children love and need to be
outside and often learn more effectively outside. We plan very carefully for
the outside area so that we are offering a range of challenging and motivating
activities that stimulate children’s development. The areas of learning
that are inside are mirrored outside but are on a larger scale.
Transition from Nursery to Reception
Children who start reception will be given a settling period in which they
will only stay for half a day. Children will go home at 1.30pm for the first
2 weeks.
Children who are coming to reception from Kender Nursery will have had the opportunity before they start to go to the reception class and meet their teacher and begin to get used to the new routine. In reception the children will be introduced to literacy and numeracy sessions in the morning which will gradually increase in length as the children mature and get used to the new routine. Children will be learning phonics following the ‘Letters and Sounds document ‘ alongside ‘ Jolly phonics’. Specific activities will follow these carpet sessions that enable children to extend their learning. These may be adult led or independent activities that the child can complete in their own time.
Learning
through play
Play is a natural way for young children to learn it is important to allow
children to play so that they can make sense of their world. Children learn
through a range of different play experiences these encourage children to
develop their communication, cooperation, and negotiation skills and to build
on their imagination, creativity, problem solving skills. The EYFS allows
children to learn through meaningful play experiences that are built upon
to scaffold their learning in a meaningful way.
‘A messy child is a happy child’
Children are encouraged to experience a range of activities. Sometimes these
activities are messy. This is an important part of their learning. Please
don’t send your child to school in their best clothes. If you are able
to buy a Kender tracksuit this is ideal for children in nursery. In reception
children are required to wear uniform but they still may get messy. We provide
aprons but at times this is not enough to protect your child’s clothes
Assessment in the EYFS – Profiles
Each child in nursery and reception has a ‘profile’ in which observations,
photographs and samples of work are kept. Your child’s profile is an
open record and we encourage parents to contribute information so we get a
full picture of your child’s development.
Practitioners make observations of each child in each area of learning to develop a picture of what each child knows and how to take the child further in their learning. These observations are made throughout your child’s time in nursery and reception and are used termly as an assessment.
Before your child moves up to Year 1 the information is shared with the Year 1 teacher so that they build a picture of your child before they start.
Working with parents
We believe that working closely with parents is vital in order to keep a rounded
picture of each child’s development and we are asking parents to make
their own observations of their child’s development to share with practitioners
in class. Parents are encouraged to look at their child’s profile and
will be given the opportunity to come in to the class during open mornings.
You are welcome at any time to share information and discuss your child’s
development.
Key Stage 1 and Key Stage 2
The National Curriculum currently designates core subjects of English, Mathematics and Information and Communication Technology. Learning through ICT permeates all curriculum areas. There are tests or assessments at the end of each key stage (years 2 and 6).
The school teaches the Foundation subjects and RE. Teaching methods are appropriate to the Key Stage and the age of the pupils ensuring progression and continuity.
English
Children are encouraged to become good listeners, confident speakers, fluent
readers and successful and lively writers. Drama aids the delivery of the
curriculum and this area is also supported by the school library.
Maths
Children are taught to become competent and confident mathematicians. They
will develop and extend their problem solving skills in a wide variety of
contexts.
Science
Through science we understand the world around us and we learn the processes
and strategies of investigation and discovery. In their studies children explore
materials, physical forces and the natural world. Children develop the skills
to hypothesise, predict and draw conclusions.
Information and Communication Technology
There is access to ICT resources in all the classrooms including the nursery.
Children have access to a variety of software in all curriculum areas. The
school is linked to the Internet and children are taught to access relevant
information.
Foundation Subjects
These are History, Geography, Technology, Art, Music and PE. Through these
subjects children broaden their skills, deepen their knowledge and understanding
and learn to express their feelings in new contexts. All children are
taught to use technology safely and responsibly.
Religious Education
All the children in the school participate in a daily assembly; the times
and settings vary depending on the age group. By law at least half of these
assemblies must be broadly Christian in content. However we want
our pupils to have respect and understanding for all beliefs and cultures
that make up our society and our assemblies reflect this. Parents have
the
option to advise the school that they do not want their child to participate
in these events and those children who are withdrawn will be engaged in
meaningful,
supervised activities.
All curriculum areas are supported by schemes of work that are available for parents to look at on request.
All curriculum areas and themes are supported by the Kender Curriculum Overview and schemes of work. These are available for parents to look at on request.
Withdrawing a child from religious or sex
education
Parents have the right to withdraw their child from collective worship and
religious education.
Parents also have the right to withdraw their child from sex education, but not from teaching the biological aspects of human growth and reproduction necessary under National Curriculum Science.
Sex Education
Sex education is an integral part of our PSHE curriculum and is taught within
a moral framework that is sensitive to the needs and beliefs of all pupils
and their parents/carers.
At levels appropriate to the age and ability of the children, we aim to:
- Develop self-awareness, self-esteem and respect for others
- Develop skills to make choices and decisions
- Encourage personal hygiene
- Enable pupils to know and identify the internal and external body parts
- Enable pupils to know about reproduction and sexual activity
- Enable pupils to know about puberty, menstruation and the emotional and physical changes they cause
- Help children to recognise physical, cultural and emotional similarities and differences
- Develop an awareness of personal safety and acquire assertiveness skills
- Introduce pupils to the subjects of HIV, AIDS, other STDs and contraception
- To answer related questions about sensitive issues when raised
- To understand about family life and the relationships within family networks, friendships and the community.
The full policy is available to parents on request. Parents may contact any member of the teaching staff to discuss the policy or programme of sex education.
The sex education builds on the work covered in the Key Stage 2 science curriculum where discussions relating to sex education arise as part of a National Curriculum. The Governors review the policy every [three years] and the governors will accept the professional judgement of the Headteacher regarding the discussion as long as it conforms to school policy.
Requests for withdrawal from sex education must be made in advance to the Headteacher. Parents will be informed in advance of sex education lessons (in Year 5) and given an opportunity to view the material used.
Extra
Curricular Activities
Teachers and teaching assistants often give up their spare time to carry
out these activities. There will be a set time and day for all activities
and
children and parents are notified of all activities. Children must have a
consent form signed by their parents before participating in out-of-school
activities. The school charges for all of the extended school activities
or after school clubs.
Special Educational Needs
There could be a time in a child’s life when extra help is needed. It
is Kender’s policy, if a child is identified as having a special educational
need, to give further help using the school’s resources. Regular discussions
are held between parents and school, it is important that plans can be made
together to resolve difficulties.
Experts from outside school, including the Educational Psychologist, Speech & Language Therapist and the Local Authority’s Behaviour Team may also be asked for their advice.
If you feel your child will need such support, please discuss your concerns with the Inclusion Manager who co-ordinates all the work on learning support.
Monitoring Children’s Progress
Every child in Kender School is monitored for achievement in the National Curriculum. This monitoring is in addition to the government’s requirements (SATS) and is valuable in planning your child’s curriculum. Testing and Assessing Pupil Progress is also undertaken in reading, writing and maths every year for pupils from Years 1-6. In this way we are able to track all pupils’ progress.
Parents’ meetings to discuss their child’s progress take place in the Autumn and Spring terms. An annual report is available in June. An optional meeting is available on request after the report has been issued.
Parents may make an appointment to see the Headteacher or class teacher to discuss a child’s progress at any time. Working together is seen as a priority at Kender.
Equal opportunities statement
At Kender we believe that our equal opportunities policy must underpin and be the very basis of all effective teaching and learning situations. A full copy of the statement is available.
Safeguarding (Child Protection)
- Our Safeguarding Policy is available for parents to read and this sets out the procedures we follow if a situation arises
- Good communication between home and school is very important, so please tell us if your child has had an accident or is upset about something at home
- We have a legal duty to report to Lewisham Social Services situations where we believe children to be at risk
Other agencies
We work closely with other agencies to provide the support needed
by our children and families. We are also helped by the school nurse, a Speech
& Language Therapist (who visits us weekly), an educational psychologist
(who visits twice a term), an Educational Social Worker who monitors attendance
and punctuality and a child mental health specialist. The educational psychology
service is provided through Lewisham Children’s Services.
Outings and Visits
Kender Primary School acknowledges the great value of Educational Visits in broadening and enhancing both the learning and social experience of young people. Children go on a variety of school visits whilst they are pupils at Kender and ideally visits will support the work in the classroom and should be at least one per half term.
We try to arrange a variety of trips to support the curriculum and to stimulate the children, consequently these trips are not optional. We do try to keep costs to a minimum and may ask for contributions towards these costs as without your contributions we would not be able to support as many outings as we do.
We occasionally also require the help of parents on visits and trips. Please inform your child’s class teacher if you are available. Please note that all adults helping on trips will need to complete a Criminal Records Bureau declaration form.
Charging and Remissions
The school relies on voluntary contributions from parents and carers
to pay for outings, trips and visits so that the children can have the opportunity
to visit places of interest, (theatres, art galleries, libraries and museums)
or go on residential school journeys. No child will be excluded from these
events if a family is unable to pay. Parents and carers should discuss their
situation with the Headteacher if necessary.
Damage/Loss of Equipment
There is no charge for equipment provided for activities during school
hours. The school may seek contributions from parents towards the cost of
repairing damaged or lost school equipment, including books, where this has
been a result of misbehaviour or carelessness.
How to support your child’s education
Parents and carers are asked to read with their children every day. Children should bring their reading books home in their book bags and books are changed on a regular basis. In Key Stage 2, we ask parents to sign their child’s reading records every day. We ask parents to sign their child’s reading records every day.
Children from year 2 to 6 are set regular homework and this is designed to support the work they are doing in the classroom.
A copy of the school’s homework policy is available on request.
We encourage children to be courteous, to relate well to one another and to adults, to take responsibility for their own actions, to develop self-esteem and self-discipline and to respect their environment. We want to ensure that Kender is a safe, open and generally happy place for purposeful learning and in order to promote this, we focus on praise and reinforce the positive ethos. Bullying and anti-social behaviour will not be tolerated. Punctuality and regular attendance are emphasised.
At Kender we believe that neat well-formed handwriting and presentation of written work helps to raise standards as the pupils take pride in and have a sense of ownership of their work. As a school we are adopting the fully cursive method of handwriting.
Handwriting Guidance for Foundation Stage and Key Stage One
- In Foundation Stage children will learn how to hold a pencil and how to form basic letter shapes.
- Children begin fully cursive handwriting in Year 2 by starting to join their letters.
- Formal handwriting practice is to be undertaken at least four times a week in Year One and Two.
- Handwriting practice is to be included in homework in Year One and Two, in conjunction with spelling.
Handwriting Guidance for Key Stage Two
The target for children in Key Stage Two is to produce a fluent, consistently formed style of fully cursive handwriting with equal spacing between the letters and words.
- Children will have handwriting sessions at least twice a week using specialist handwriting books in lower Key Stage 2. In upper Key Stage 2 literacy exercise books are usually used unless a pupil still needs to use guidelines.
- Children in Year Three will write with pencils. Children in Year Four will write with a pencil until the class teacher assesses that they are joining competently and consistently. A pen will then be used only in handwriting and literacy.
- This will continue into Year Five until the class teacher assesses that the child’s handwriting and presentation is sufficient to be issued with a pen licence.
- To begin with all children will use a handwriting pen and can progress to using a fountain pen in Year Six if they so wish.
- Children will use a pen to complete the majority of class work where appropriate.
- Pencils will be used in Numeracy or for drawing and completion of diagrams.
Complaints
If you have a complaint about the school or about the curriculum, you should first discuss it with the class teacher, phase leader, Deputy Head or the Headteacher. The Headteacher is responsible for the day to day running of the school, including the issues of management and discipline. Usually a problem can be resolved when all parties sit down to discuss it and you will be given an appointment in order to do this.
All complaints received by post, by person or by telephone will be acknowledged in writing within two working days.
The Headteacher will listen carefully to the complaint and take notes of its exact nature. Every effort will be made to resolve the complaint quickly and if possible informally. If the complaint cannot be settled immediately the Headteacher will give you a deadline of no more than ten working days in which it is hoped the complaint will be settled.
The following procedures are followed by the Headteacher:
- Discuss the matter with the person concerned with the issue
- Consider any action or charges the school may need to make in light of your complaint
- Make arrangements to discuss the matter further with you. You are welcome to bring an adviser or interpreter to any such meeting
If your complaint has not been resolved to your satisfaction the Headteacher will give you information on how to make a formal complaint to the Governing Body or Local Authority and a meeting will be held to consider the matter.
A copy of the school’s complaint procedure is available on request.